The goal of this course is to provide students with an understanding of the main conceptualizations of wellbeing, at both the individual and organizational levels, and how it is influenced by leadership, as one of the major factors that can ensure an optimal human functioning at work. This is an imperative for organizations that truly want to be sustainable. More specifically, by the end of this course students will be able to: • Identify different approaches to and conceptualizations of individual wellbeing; • Identify factors that can impact on well-being; • Discuss the role of leaders in increasing employees’ positive energy, flourishing and optimal functioning at work; • Identify and critically examine factors leading to stress or resilience; • Developing positive leadership skills, especially in 1-to-1 interactions, with particular reference to positive communication and feedback; • Planning and assessing organizational interventions and strategies to improve individual and organizational wellbeing and reduce ill-being.

Knowledge and understanding: The course will offer conceptual tools to define and understand wellbeing and illbeing at the personal and organizational level in work contexts. It will also support them in identifying the critical role played by leaders for individual wellbeing. Applying knowledge and understanding: The students will be able to: -apply conceptual models to real cases; -propose different interventions (leadership and organizational based) to improve and promote wellbeing; -compare pros and cons of different approaches. Making judgements: We expect students to be able to identify individual, leadership and organizational factors that may act as facilitators or obstacles to wellbeing. Throughout the course, students will be invited to critically analyse when, how and why certain organizational choices are pursued. Communications Skills: This course will give the students the possibility to acquire and use the main terminology and concepts in order to communicate effectively their ideas, proposals and analysis in the field of leadership and wellbeing. Learning skills: This course will empower learners giving them the tools to continue learning and updating their knowledge and understanding in the field.

The need and meaning of positive organizational behavior; Hedonic and Eudaimonic approaches to individual wellbeing; Conceptualizations and theoretical frameworks of workplace stress; Main theoretical approaches to leadership; The impact of leadership on individual wellbeing: why and how it occurs, and possible interventions; Leadership for thriving, with a special focus on interpersonal relationships, evaluations, communication and feedback Organizational wellbeing and resilience: indicators, measures and interventions

The course is based on articles referring to the major topics addressed, which will be made available in Luiss Learn. Please note that the following list may be subject to alterations - please double-check it against the articles that will be uploaded in Luiss Learn and that will be communicated at the beginning of the course. Aguinis, H., Gottfredson, R. K., & Joo, H. (2012). Delivering effective performance feedback: The strengths-based approach. Business Horizons, 55(2), 105-111. Cooperrider, D. L., & Whitney, D. (2000). A positive revolution in change: Appreciative inquiry. In Handbook of organizational behavior, revised and expanded (pp. 633-652). Routledge. Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218-226. Fox, K.E., Johnson, S.T., Berkman, L. F., Sianoja, M., Soh, Y., Kubzansky, L. D. & Kelly, E. L. (2022). Organizational- and group-level workplace interventions and their effect on multiple domains of worker well-being: A systematic review, Work & Stress, 36:1, 30-59. Ibarra, H., & Scoular, A. (2019). The leader as coach. Harvard Business Review, 97(6), 110-119. Inceoglu, I., Thomas, G., Chu, C., Plans, D., & Gerbasi, A. (2018). Leadership behavior and employee well-being: An integrated review and a future research agenda. The Leadership Quarterly, 29(1), 179-202. Luthans, F. (2002). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior, 23(6), 695-706. Miraglia M., Dello Russo S., Bouville G. (2025). The hazards of performance management practices: An investigation into its effects on employee absenteeism and presenteeism. Human Relations, 78, 7, 847–875. Riggio, R. E. & Johnson, S. K. (2022). Introduction to industrial and organizational psychology (8th edition). Routledge. Ch. 9 “Worker stress and burnout”. Ryff, C. D., Morozink Boylan, J., & Kirsch, J. A.. (2021). Eudaimonic and hedonic well-being, In Matthew T. Lee, Laura D. Kubzansky, and Tyler J. VanderWeele (Eds.), Measuring well-being, 92-135. Spreitzer, G., Porath, C. L., & Gibson, C. B. (2012). Toward human sustainability: How to enable more thriving at work. Organizational Dynamics, 41(2), 155-162.

During the course, the following teaching methods will be applied: -lectures -group-works -case studies -debates and critical discussions -introduction to critical discussion of scientific papers -invited speakers’ presentations on real life experiences

Attending students will be evaluated based on the following: - Group-based project work (50%) - Individual oral discussion of the project work (50%). The Project Work (PW) will consist in the analysis of a case through the application of theoretical concepts acquired in the course and further deepened via literature research. Detailed instructions for the PW will be provided during the course. The oral discussion will be based on the individual ability to critically explain and answer questions about the group PW. The PW score is valid within the same academic year but it can be used only once. If a student fails (grade <18) the oral examination or if he/she rejects the grade, he/she loses the evaluation achieved with the project work. Non-attending students, as well as students who will not complete the PW, and those who will not reach a sufficient evaluation or reject the grade, will take an oral exam that will span the entire program and all the readings assigned.

The assignment of the Thesis is subject to the submission of a good-quality proposal. The proposal (2-3 pp.) should include: - A research question or practical problem statement that the student wants to address - Abstract of the main contents (theoretical framework, empirical aspects such as possible case study or ideas on how/where to collect empirical data, etc.) - List of selected academic references to start with.